Home and school factors associated with math trajectories before and after COVID-19 in Ghana

Abstract

While the COVID-19 pandemic had well-documented short-term consequences for children's learning, less is known about longer-term academic trajectories. Using a longitudinal sample of Ghanaian children (2015-2024; N = 2,901; Mages = 5.1-13.2 years; 49.3% female), this study employed a piecewise latent growth curve approach to examine math trajectories before, during, and after the pandemic and examined whether 6 risk and protective factors explained interindividual variability in trajectories. Findings show that math growth slowed significantly during school closures, with partial recovery afterward. Wealthier households, cognitively stimulating caregiving, and private school attendance were protective. Findings regarding risk factors were less conclusive. The study highlights the lasting educational consequences of widespread crises and points to specific protective factors that can sustain math learning.